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>The relationship of learning modality, reading achievement and foreign language aptitude to selected foreign language achievement tests of second-year high school students of German.
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The relationship of learning modality, reading achievement and foreign language aptitude to selected foreign language achievement tests of second-year high school students of German.
This study explored and examined the correlative and predictive nature of learning modalities as they relate to achievement in foreign language learning as well as measures of reading and foreign language aptitude. The present attempt to construct a profile of the successful foreign language learner has led to the consideration of learning modalities as components of the language acquisition process.;The population consisted of 30 high school students enrolled in second-year German, who were administered the following instruments: Learning Style Inventory, Group Embedded Figures Test and Test of Cognitive Skills to assess their learning modality dominance; Modern Language Aptitude Test to determine their foreign language aptitude and National German Examination together with four teacher-designed German language tests to assess the students' foreign language performance. Statistical analysis of the study involved correlational matrix, multiple regression and multiple analysis of variance. Tukey post-hoc multiple comparison procedures were conducted as follow-up analysis when appropriate.;The findings indicate clearly that learning modality is related to learning a foreign language at the second-year high school level, i.e. the learner's strongest modality influences both aptitude and foreign language performance. Specifically, the major findings of this study were: (1) students who performed well or poorly on foreign language aptitude and foreign language achievement tests differed significantly in their learning modality dominance and their reading level; (2) auditory dimension of sensory modality was a significant predictor of foreign language achievement; (3) foreign language aptitude and reading achievement played a relatively subdued role as predictors of foreign language achievement.;This study has attempted to identify those characteristics most helpful in learning a foreign language. Results suggest the existence of a superior sensory modality, i.e. auditory modality, as far as early foreign language achievement is concerned, which together with high levels of analytical aptitude and good memory skills constructs a profile of a successful high school foreign language learner.
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